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This article explores the use of WWII films as educational tools in history classrooms. It emphasizes the power of films to engage audiences and bring history to life, particularly as the generation with lived memory of WWII diminishes. The article emphasizes the importance of considering the biases and perspectives presented in these films and encourages students to critically analyze them. It also provides a framework for teaching with film, including fostering empathy, developing interpretive skills, exploring difficult topics, and visualizing the past. The article acknowledges the challenges and limitations of using film as an educational tool but highlights its potential to motivate students and enhance historical film literacy. [Extracted from the article]

This document titled "The Cinema is a History Classroom: Interpreting the Past Through Historical Film" is a teaching resource that provides a lesson plan for exploring the purpose and role of historical fiction in film. The lesson includes activities such as defining historical fiction, discussing the purposes of historical fiction, examining the role of historians in the filmmaking process, brainstorming incentives and disincentives for filmmakers to present accurate representations of the past, discussing sensitive topics in film, and considering the critical engagement of audiences with filmic interpretations. The document also suggests further reading for teachers interested in exploring the topic in more depth. [Extracted from the article]

The article focuses on providing teaching and assessment ideas for students and teachers preparing for the 2024 National History Challenge with the theme 'Crisis and Response'. It emphasizes the importance of understanding historical context, identifying responses to crises, assessing their impact, and recognizing the limitations of evidence.

The article focuses on the inclusion of Amenhotep IV/Akhenaten in the NSW Stage 6 Ancient History Syllabus, particularly under the topic of 'Personalities and their Times', due to the historical significance of the Amarna Period. It highlights challenges in teaching resources regarding the examination of key features like foreign policy, suggesting a re-evaluation through the study of artifacts like the Karnak talatat to provide a more nuanced understanding for educators.

The article focuses on the concept of totalitarianism, tracing its origins from Giovanni Amendola's critique of Mussolini's regime to its contemporary relevance and criticism. It examines totalitarianism through the lens of historiography, highlighting how political climates have influenced its application, and through political theory, evaluating its utility as a conceptual framework for understanding authoritarian regimes like those of Hitler and Stalin.

The article focuses on the discovery of a unique ancient Roman gold coin, which has led to a reevaluation of a pivotal event in Roman history: the transition from the republic to the principate of Augustus. This coin, unearthed over thirty years ago and now displayed in the British Museum, provided crucial evidence that challenged previous interpretations of Caesar's dealings with the Senate, shedding new light on historical timelines and potentially dispelling doubts about its authenticity.

This document titled "The Gurindji Strike: Protest Song as Historical Source" is a teaching resource that focuses on the Gurindji strike, also known as the Wave Hill Walk-Off, which took place in 1966. The lesson aims to help students understand the purpose and significance of the strike and encourages them to consider the value of popular music as a source of socio-cultural history. The lesson includes activities such as reading comprehension, watching a video about the protest song "From Little Things Big Things Grow," and engaging in critical thinking about the lyrics of the song. The document provides links to online resources for further exploration. [Extracted from the article]

The article discusses the feedback provided by the HTANSW Executive on the 2024 Draft 7-10 NSW History Syllabus. The Executive praised the updates to the rationale and the removal of suggested hours for most topics in the second draft. They also noted improvements in the alignment of skills and concepts, as well as the inclusion of a more diverse range of school-developed suggestions. However, they expressed concerns about the density of Stage 5 and the structure of "Australia at War." The Executive suggested that the syllabus could be more explicit about what History teachers generally do and provide a more robust summary of how the curriculum promotes civics and citizenship. They also cautioned against overburdening the syllabus with excessive content. Overall, the Executive welcomed the opportunity to provide feedback and hoped for positive changes in the final version of the syllabus. [Extracted from the article]

The article focuses on an assessment task for Year 11 Ancient History, centered around investigating the historical authenticity of the Trojan War through source analysis. Topics include critiquing a theory presented in a video clip, evaluating archaeological methods and excavations at Hisarlik/Troy, and analyzing written sources related to the Trojan War.

The article focuses on the success of the 2023 National History Challenge (NHC) in New South Wales (NSW), highlighting the theme "Continuity and Change" and its impact on engaging students in independent research and critical thinking. Topics include the recognition of winning entries covering diverse subjects, the accolades received by NSW students like Joy Ye, and the sponsorship and organization of the competition by various entities, including the Australian Government.

The article focuses on the educational benefits of place-based learning at Hyde Park Barracks Museum in Sydney, emphasizing the use of actual physical environments, social and cultural contexts, and the nature of the space for historical understanding. Topics include the historical significance of Hyde Park Barracks, insights gained through site study and object-based learning, and the development of meaningful learning experiences aligned with the history curriculum.

The article focuses on the importance of fostering historical thinking skills in students, specifically through the use of inferential questions in source analysis. Topics covered include the rationale behind employing inferential questions, their alignment with syllabus requirements, and a case study on Pompeii and Herculaneum to demonstrate their effectiveness in developing critical historical thinking skills.

The article focuses on challenging the common misconceptions and stereotypes surrounding Spartan society by examining its portrayal in popular media. It suggests teaching strategies aimed at dispelling myths and presenting a more balanced view of Spartan history, emphasizing critical analysis of sources and encouraging students to construct alternative narratives based on overlooked evidence.

The article focuses on the importance of historical revisionism, particularly in updating historical source references to reflect changing perspectives and contexts. It offers teaching strategies based on the author's experience revising a history textbook, aiming to encourage students to critically evaluate historical sources and understand the dynamic nature of historical interpretation.

The article focuses on an interview with Martin Douglas of Corowa High School about his experience teaching the History Extension case study 'Representations of Anzac' at a regional school in New South Wales. Martin shares his rationale for selecting the topic, his preparation process, emphasizing the importance of wide reading, and discusses the challenges and successes of teaching the subject.

The article focuses on the evolution of historical perspectives on Indigenous Australian culture, highlighting how early Western disciplines depicted it as primitive and backward. It discusses the shift towards acknowledging Indigenous oral traditions and archaeological evidence, which expanded Australian History into the deep past and challenged colonial narratives.

The article discusses the Simpson Prize 2023 Study Tour, where winners and runners-up visited notable historical sites in Canberra and Singapore, commemorated ANZAC Day, and explored various aspects of WWII history.

The article discusses the integration of generative AI, like ChatGPT, into the history research process for students, emphasizing the need for critical thinking and ethical considerations when using AI tools, and provides a series of activities and lessons to teach students how to use AI effectively in historical research while avoiding issues of cheating.

The article discusses the author's experience as an early adopter of generative artificial intelligence (AI) in teaching history. The author highlights the use of AI tools like ChatGPT and BingChat in the classroom, particularly through a custom chatbot interface called HistoryBuddy. It mentions the need for educators to provide guidance and ethical use of AI while recognizing the potential of AI to enhance critical thinking, creativity, and student engagement in history education.

The article discusses the impact of generative artificial intelligence (AI) tools like ChatGPT on history education. It raises questions about the role of AI in providing information and generating content, leading to challenges in traditional history teaching methods. It mentions four action strategies for integrating AI chatbots into history education, emphasizing the need to understand the capabilities of AI and design student-centered explorations that encourage critical thinking.

The article explores the introduction of generative artificial intelligence (AI) in history education in 2023 and the challenges it poses, especially regarding academic integrity. It delves into the ethical implications of using AI to assist students with their assignments and discusses the need to foster critical thinking, collaborative inquiry, and ethical intelligence in history classrooms.

The article discusses the integration of artificial intelligence (AI), particularly Google's DeepMind AI models, into classroom experiences, focusing on History, Archaeology, and Classical Languages. It mentions that these educational resources aim to bridge the gap between classical languages and modern computational techniques, enhancing students' understanding of AI's potential and limitations in studying classical languages.

The article discusses the integration of generative artificial intelligence (GAI), particularly ChatGPT, into education, focusing on its potential benefits for history teachers. It emphasizes the importance of constructing effective prompts, validating AI-generated responses, and developing strong subject knowledge for efficient use of AI tools in the classroom. It also mentions the use of AI to engage in conversations with historical figures.

The article discusses the emergence of generative artificial intelligence (AI) in education, particularly its impact on the field of History. It mentions the developments in AI, such as the release of OpenAI's ChatGPT-4 and Meta's Llama-2, and the potential for AI to automate tasks related to information collection, organization, and synthesis. It also mentions the transformative potential of AI in historical research and teaching.

The article focuses on the inaugural Years 9 and 10 History Teachers' Association of New South Wales (HTANSW) History Mastermind Competition held at Tara Anglican School for Girls, featuring twenty-six schools, seventy-three teams, and over 350 students. Topics include the competition format, intense semi-final rounds, and the triumph of St Aloysius College in both Year 9 and Year 10 Grand Finals, concluding with acknowledgments and expressions of gratitude to contributors.

The article explores the tombs of a husband and wife, Naevoleia Tyche and Caius Munatius Faustus, outside the town walls of Pompeii. Topics include the main topics covered include the investigation of archaeological and written sources, social structures relating to women and slaves, local political life, and religion in relation to tombs.

The article reports on teaching and assessment ideas for a lesson on women in Ancient Rome, focusing on describing their roles in society, exploring the challenges historians face in investigating their lives, and discussing the limited role of women in public life as revealed by a primary source.

The article discusses the author's reasons for writing a book on women in the ancient Mediterranean world. It mentions that the book focuses on specific individuals from different time periods and locations, aiming to provide visibility to "real women" in history and showcase their stories through a combination of archaeological and textual evidence.

The article explores the challenges in understanding the personality and representation of Agrippina the Younger, a prominent figure in Julio-Claudian Rome. It discusses the conflicting depictions of Agrippina in various sources and highlights the need to critically analyze historical accounts and consider the societal context in which she lived. It also emphasizes the importance of incorporating diverse perspectives, including the perspectives of present-day historians.

The article explores the interpretations of Cleopatra VII, focusing on recent post-colonialist and feminist scholarship that has challenged traditional views of her as a foreigner and femme fatale. It discusses the construction of Cleopatra's identity, the debates about her appearance, and the importance of considering cultural influences on her portrayal. It also mentions the use of material sources and the ongoing discussions surrounding the attribution of certain artifacts to Cleopatra.

The article discusses the HTANSW State Conference held in July 2023, featuring notable keynote speakers like Professor Sam Wineburg and covering a wide range of historical and educational topics. It mentions that the conference provided valuable insights into classroom practices and historiographical trends and marked the return of HTANSW State Conferences after a hiatus since 2019, with plans for the History Teachers' Association of Australia National Conference in 2024.

The article discusses the use of generative artificial intelligence (AI) tools in education and the challenges it presents, especially in terms of plagiarism and academic integrity. It emphasizes the need to adapt history research tasks to effectively incorporate AI tools while also addressing ethical concerns and maintaining the quality of human expertise in the long run. It suggests using formative assessment methods, such as reflection-based reports and portfolio evaluations.

The article provides an introduction to artificial intelligence (AI) and its relevance in education, with a focus on AI tools like ChatGPT. It emphasizes the need for teachers to adapt to the presence of AI in Australian schools and discusses opportunities and challenges associated with AI in teaching history. It also mentions the potential for AI to enhance learning experiences while addressing ethical concerns and technical limitations.

The article reviews L. J. M. Owen's Dr Pimms, Intermillennial Sleuth series, which combines contemporary storylines with ancient cultures. The series follows Dr Elizabeth Pimms, a librarian in Canberra who solves cold cases by analyzing human remains. The three novels in the series can be read individually but are best enjoyed in order of publication. While the books are billed as archaeological mysteries, they focus more on forensic science and bioarchaeology. The first volume introduces Dr Pimms and her work analyzing skeletal remains from an Olmec cemetery, while the second volume delves into Dr Pimms' personal life and the third volume focuses on ancient Egyptian skeletons. The books contain technical detail and may be triggering or gruesome for some readers, making them more suitable for older students. Overall, the series offers a unique blend of historical narratives and forensic sciences. [Extracted from the article]

The article presents a lesson plan for teaching about the role of women in Viking societies, exploring biases in research and understanding, and offering differentiated activities for students to investigate different aspects of the topic.

The article presents selected speeches from students who excelled in History and History Extension subjects in New South Wales in 2022.Topics covered in the speeches include the relevance of ancient history, the study of women's history, the significance of modern history in understanding present-day conflicts, and the importance of critically assessing national identities and historical narratives.

The article describes an assessment task for Year 6 students in the peer evaluation of and feedback giving to Year 10 elective history students using the film "Australia as a Nation" in group task to teach history It presents the criteria for student evaluation, as well as guidelines for group participation in peer evaluation.

The article describes an activity program for Years 10, 11 and 12 history classes which asks students to study the National Socialist Workers Party of Germany database (NSDAP Db).

The article discusses topics in world history, particularly the Changing World Order in 1945-2011, and how Modern History teachers can introduce new global history topics to diversify the curriculum. The Changing World Order topic focuses on the geopolitical changes due to the collapse of the Soviet Union and the establishment of a multipolar world led by the U.S. as the only superpower. Also cited are other topics like the Russian invasion of Ukraine.

The article announces the 2021 History High Achievers Awards from the History Teachers Association of New South Wales (HTANSW), including the Linda Garrad Memorial Prize to Elsa Tonkinwise, the Bob Teepel Memorial Prize to Kate Chipman, and the Jim Fitzgerald Memorial Prize to Charlotte McKenzie.

The article describes an activity program for history classes which asks students to investigate the destruction and conservation of historic sites.

The article describes an activity program for Year 10 history classes which asks students to investigate the link between the Holocaust and Aboriginal rights and freedom.

The article discusses the effects of the de facto "Pacto Del Olvido" law on the historiographic representation of Spain. The law aims to prevent public recognition of the atrocities of the regime of Spanish dictator, General Francisco Franco, as well as the legal prosecution of his regime. Also cited is the duty of historians to probe and make public the forgotten events in history.

The article discusses how to create modern history narratives through physical sources and modern material culture case studies in history education. Other topics include the importance of documentary evidence in the study of modern history, the study of African slave plantations and villages in the Caribbean and the U.S., and how objects can represent world history.

"Written in History: Letters that Changed the World" by Simon Sebag Montefiore is a collection of over one hundred letters from famous historical figures, ranging from Ramses the Great to Leonard Cohen. The letters are categorized into four types: public letters, private letters not intended for public consumption, political and personal letters, and intensely personal and intimate letters. The book covers a five-hundred-year period thematically, exploring topics such as Love, War, Courage, Power, Downfall, and Goodbyes. While the book is well-researched and accessible, it is important to note that the author occasionally reflects his Western bias in his commentary. Overall, "Written in History" is a captivating read that provides readers with an intimate view of historical luminaries and serves as a versatile sourcebook for teachers and history enthusiasts. [Extracted from the article]

"Ancient Greece and Rome in Video Games: Representation, Play, Transmedia" by Ross Clare explores the portrayal of ancient Greece and Rome in video games. The book focuses on the cultural meanings conveyed by these games and their influence on societal perceptions of classical antiquity. Clare argues that video game depictions of history should be understood as part of a broader transmedial world that borrows from our collective cultural memory. While the book offers a broad read for teachers and those interested in the topic, it is academic in style and may require prior knowledge of concepts. Overall, the book effectively addresses a topic that lacks prior research or recognition. [Extracted from the article]

"Twilight Cities: Lost Capitals of the Mediterranean" is a travel guide and historical overview written by Katherine Pangonis. The book explores the historical capitals of the Mediterranean and their connections to modern people and locations. Pangonis, who has a passion for Mediterranean and medieval history, provides an easily accessible contrast between the ancient and modern worlds through her own anecdotes and investigations. While the book may not directly align with the NSW History syllabus, it offers potential for creative history teachers looking to explore unconventional topics and can serve as inspiration for classroom discussions on historical investigation and perspectives. [Extracted from the article]

"Gaming the Past: Using Video Games to Teach Secondary History (2nd ed)" is a practical guidebook written by Jeremiah McCall, an experienced history teacher and expert on the use of historical video games in education. The book focuses on using video games to develop critical thinking and historical analysis skills in students. It provides guidance on planning, designing, and implementing lessons and units based on historical video games, as well as strategies for analyzing and discussing the educational value of games. The book also includes case studies, game screenshots, and an appendix with a list of historical games for classroom use. It is a valuable resource for teachers looking to engage students and make history more engaging. [Extracted from the article]

Bruce Dennett, a prominent figure in the field of History education, passed away in 2024. He was known for his dedication to teaching and his enthusiasm for learning, which had a profound impact on students and colleagues. As an author, presenter, and academic, Dennett transformed the way History was taught and perceived, making it accessible and engaging for many individuals. He was also known for his kindness, generosity, and unwavering support for those he cared about. Though his passing is a great loss, his legacy will continue to inspire and guide those who were fortunate enough to know him. [Extracted from the article]

The document is a note from the editor of the journal Teaching History. It acknowledges the Traditional Owners and Custodians of the ancestral lands in New South Wales and pays respect to Indigenous Custodianship of Country. The editor discusses the importance of popular culture in expressing and understanding history, and announces that the current issue of the journal is dedicated to exploring popular culture as a syllabus topic and teaching tool. The issue includes articles on popular culture in the Australian context, as well as global perspectives on topics such as the influence of The Beatles and the use of film, social media, and digital technologies in teaching history. The editor encourages readers to engage with popular culture as a means of learning history. [Extracted from the article]